Autism Cymru Education Conference Wrexham 5 July 2007

‘It’s nothing that a good smack wouldn’t cure!’

What do we need to consider about the parents or carers? Be sensitive to the parents’ or carers’ feelings. Be prepared for a variety of reactions. Give the parents or carers time to talk.

Always give encouragement and (truthful) positive feedback. Explain all programmes and strategies that will be used in the setting, including any programmes suggested by outside agents (e.g. S&L therapist; EP).

Always give the parents or carers credit for any support or good work carried out at home. Be a mutual support group. Give the parents or carers contact details of relevant societies, associations etc.

Ask the parents or carers anything* you want to know (i.e. not the child) Explain positive approaches for home follow-up. Develop Play Plans with the parents or carers for use at home.

At reviews make sure the parents’ or carers’ views are expressed Do they need translation/alternative communication facilities?

Watch out for the child who makes inappropriate remarks or speaks at inappropriate times laughs excessively loudly or for too long has poor conversational skills displays ritualistic or obsessive behaviours or habits

Watch out for the child who has problems communicating through speech and/or other forms of language displays inappropriate verbal and/or non- verbal interactions with others finds difficulty in responding normally to social situations withdraws from social situations

Watch out for the child who displays passive behaviours and a lack of initiative or curiosity seems oblivious of the presence of others and their needs or emotions uses unusual intonation, bizarre language and/or ritualistic phrases such as advertisement jingles or slogans

Some practicalities for us as practitioners

At institutional level Make sure all staff have an understanding of the difficulties and the implications for the child, their family and their daily living. Make sure that the child is treated with respect by both staff and children.

At institutional level Be aware of any possibilities of bullying, particularly in unsupervised situations. Make sure your setting’s SEN policy is fully inclusive and addresses ASDs. (Keep reviewing it!) Make sure you keep meticulous records – this is very important.

At an individual level Check whether the child’s hearing is sound (no pun intended!). Assess both the child’s receptive and expressive language skills, if you can.

In the setting Always speak to the child in a positive way*. Make sure you face the child when speaking.

In the setting Make sure your facial expression is always relaxed and warm. Attract the child’s attention by gently touching their shoulder * and saying their name before giving instructions, information etc. Don’t turn away your face until you’ve finished speaking.

In the setting Give instructions in small ‘bite size’ amounts, if necessary one step at a time. Use their interests to plan their targets. Use games and play-based activities to achieve targets.

In the setting Watch for any personality clashes* – change the routine to avoid difficult situations, if necessary. Discover the child’s preferred learning style and stick to it.

In the setting Learn to use equipment, communication systems or other special facilities that the child may have. Have a timeline or pictorial timetable on display. Keep to the daily routine as much as possible.

In the setting Keep furniture and designated areas in the same place*. Keep the layout of apparatus the same*. Have a quiet area always available.

In the setting Have a ‘bland’ and non-stimulating work area for the child who is overwhelmed with ‘busy’ displays, bright colours etc. Use dolls, puppets and visual aids as part of story time, circle time or group discussions. Make labels, cards etc. with tactile materials.

Enjoy working with the child – both of you should be having fun as you learn! Always remember: the child is not here for the professional – the professional is here for the child.